Author 




Title 



Class LW-A-tl^b. 
BookvM-Si-PlS. 



Imprint 



BULLETIN 

State Board of Education 



(ssued Uuarterly — Harris Hart, Superintendent of Public Instruction 



Vol. II September, 1919 No. 2 



SUPPLEMENT No. 4 



VOCATIONAL EDUCATION 

Plan of the State Board for 
Vocational Education 




Entered as second class matter September fi, 1918, at the postoffice 
•at Richmond, Va., under the act of August 24, 1912 



RICHMOND 

Davis Bottom, Superintendent of Public Printing 

1919 



-h^^^ 



state Board for Vocational Education 



Haekis Hakt, Superintendent of Public Instruction. 
Westmoreland Davis, Governor of Virginia. 
John R. Saunders, Attorney-General of Virginia. 
J. M. Page, Professor, University of Virginia. 
Henry C. Ford, Professor, Virginia Military Institute. 
T. E. Williams, Professor, Virginia Polytechnic Institute. 
F. M. Martin, Superintendent of Schools, Petersburg, Va. 
B. E. Copenhaver, Superintendent of Smyth county schools. 
J. N. HiLLMAN, Secretary to the Board. 

Executive Officers 

Harris Hart, Chief Executive Officer. 
Thomas D. Eason, Supervisor of Agricultural Education. 
Raymond V. Long, Supervisor of Trade and Indxistrial Education. 
Edith Baer, Supervisor of Home Economics Education. 



n. •f 0. 
ocr 22 1919 






INTRODUCTION. 



> 



? 



The Assembly of Virginia of 1918, passed a law accepting the conditions- 
under which the Federal id provided by the Smith-Hughes Act to provide 
for the promotion of vocational education may be secured. The Virginia 
statute appropriated money to meet dollar for dollar the Federal funds 
for the following purposes: 

(a) For the salaries of teachers, supervisors, or directors of agri- 

cultural subjects. 

(b) For the salaries of teachers of trades and industrial subjects 

and home economics. 

(c) For the maintenance of courses preparing teachers, supervisors, 

and directors of agricultural subjects, and teachers of trades 
■ and industrial and home economics subjects. 

Under the Virginia Act, the State Board of Education is named as the 
State Board for Vocational Education and therefore assumes the respon- 
sibility, in co-op'eration with the Federal Board for Vocational Education, 
of carrying out the provisions of the Federal law. 

The present plan is offered in order to define as clearly as possible the 
policy of the State Board for Vocational Education. It attempts to furnish 
pertinent information to local school boards or institutions which may 
apply for funds for vocational education, and also to give those which accept 
or have accepted funds, sufficient directions to insure full compliance with 
the provisions of the law. 

The State Board earnestly desires that vocational education receive 
the serious consideration it deserves. Social and economic conditions in 
our State demand that constructive thought be given to the development 
of trained workers on the farm, in the shop and in the home. It will be 
the policy of the Board to co-operate in every way possible in the develop- 
ment of this training. However, careful restrictions and regulations must 
guard the use of Federal aid State funds for vocational education to insure 
against waste and to guarantee reasonable vocational efficiency. 

I. ADMINISTRATION AND SUPERVISION. 

1. General Direction. The Smith-Hughes Bill creates a Federal Board 
for Vocational Education for the general administration of the provisions 
of the act. 

The State Board of Education is the State Board for Vocational Edu- 
cation. The President of the State Board, Harris Hart, is the chief executive 
officer of the State Board for Vocational Education. 

The county or city school board is the local authority with which the 
State Board will deal, and the officers of such boards are the responsible 
agents for the proper local administration of the funds for vocational 
education. 

The Federal Board will deal with the vocational education in Virginia, 
only through its trustees, the State Board. The Federal Board does not 



Virginia; Bulletin State Board of Education 



undertake to prepare plans of operation nor courses of instruction for the 
State. Such plans and courses must be prepared by the State Board and 
be approved by the Federal Board before becoming operative. 

No State can claim by right, money from the Smith-Hughes fund; its 
claim can be based solely on its readiness and capacity to meet the condition? 
of the. Federal Act. In like manner no local board can claim by right an 
appropriation from the Federal and State fund. The State Bo'ard will give 
careful and sympathetic attention to every local appeal and within the limits 
of funds at its disposal will grant such appeals as give promise of the 
highest vocational efficiency. 

2. Agricultural education is under the special supervision of a State 
supervisor. He visits all the agricultural departments in high schools, 
advises as to the best methods of instruction, examines the equipment, 
studies the project work and reports- to the State Board conditions and 
recommendations for improvement. 

The plan of supervision shall include: 

A. Improvement of teachers in service. 

(a) Systematic visitation of teachers or local supervisors for individual 
help. 

(b) Definite reports from teachers or local supervisors on work done 
and methods of instruction used. In order to have these reports 
result in benefit to the teacher, the State supervisor shall provide 
for careful criticism and reports on the same to be sent back to 
the teacher or supervisor. 

(c) State and sectional meetings of the teachers at which the supervisor 
may himself give instruction or provide other instruction. 

(d) A period of professional improvement for teachers. 

(e) Co-operation between teacher-training institutions and the State 
supervisory staff so that all teacher-training may be co-ordinated. 

B. Inspection of schools. 

C. Assistance in the establishment of new schools and classes. 

D. Preparation of bulletins and other special literature. 

3. Trade and industrial education is under the special supervision of 
the State supervisor. 

The plan of supervision will consist first of a general industrial survey 
of the five leading cities of the State of Virginia. This survey is to be made 
by the supervisor of trade and industrial education. It must show the 
various industrial plants, with the number of skilled, semi-skilled, and un- 
skilled laborers; must show the more important industrial occupations of 
the cities; must give the occupations of school patrons whose children are 
in the sixth, seventh, and high school grades, and from this material must 
deduce certain facts which would indicate the lines of industrial work the 
schools may best set up. 

After this industrial survey has been completed, the cities in Virginia 
which offer the best opportunity for the development of industrial education 
shall be visited by the supervisor, who shall take the matter up with the 
school board, the Chamber of Commerce, and other municipal organizations. 
He shall interpret to them what lines of work the school should undertake 



Plntv for Yocatwnal Education 



as idicated by the survey, shall assist the local school authorities in map- 
ping out programs of work and shall explain in detail all the requirements 
set up by the Federal Board and the State Board for Vocational Education. 

After this period of propaganda has led to the development of trade and. 
industrial work, the supervisor shall visit the cities in which this work 
is maintained frequently enough to be assured that this work is developing 
in accordance with the plan set up. 

The supervisor of trade and industrial education shall give particular 
attention to the training of teachers for unit trade courses, conducted in the 
city of Richmond, and to the training of teachers of related subjects carried 
on at the Virginia Polytechnic Institute. He shall visit the teachers in the 
service and shall observe the peculiar needs of such teachers, and in turn, 
shall advise the State Board for Vocational Education what changes or 
improvements are desirable in the method of teacher-training. 

The qualifications of a supervisor for trade and industrial work shall be 
graduation from a standard high school and graduation from a four-year 
technical or industrial institute, or its equivalent, with at least two years' 
practical contact with industrial work in a supervisory capacity. The super- 
visor must be qualified to prepare courses of study for the various trades 
and industries, to understand the qualifications of teachers for general 
shop work and unit shop work, and must be qualified particularly to inter- 
pret the rules of the Federal and State boards and to see to their proper 
execution. 

4. Home Economics Education. 

a. Plan of Supervision. 

(1) Improvement of teachers in service. 

(2) Itinerant teacher-training. 

(3) Promotion of new work. 

(4) Inspection of work. 

b. Qualifications of Supervisor. 

(1) Two years of practical experience Including a reasonable pe- 
riod of actual management of a home. 

(2) Graduate of a four-year college course designed to prepare 
teachers of vocational home-making. Such a course should be 
an all around course in home-making. 

(3) Professional training shall include general courses in edu- 
cation, and special methods and practice teaching in home 
economics. 

(4) At least two years of successful experience in teaching home 
economics, and administrative experience if possible. 

5. Teacher-training will be under the direction of the State Board for 
Vocational Education. At the several institutions at which it is established 
the local supervisor in charge will exercise careful supervision over the 
work and report through the president of the institution to the State Board. 
A supervisor from the Board will make inspection of the teacher-training to 
see that all conditions fixed by the Board are carried out. 



Virginia: Bulletin State Board of Education 



II. GENERAL CONDITIONS. 

The following general conditions must be carefully observed otherwise 
no Federal or State funds for vocational education can be allowed. 

1. The education shall be under public supervision or control. 

2. The controlling purpose of the education is to fit for useful employ- 
ment. 

3. The educatio,n shall be less than college grade. 

4. The education shall be designed to meet the needs of persons over 
fourteen years of age, who have entered upon, or are preparing to enter 
upon some useful employment. At least ten pupils are required to form a 
department in any one of the vocational branches. Where it is impossible 
to meet this minimum requirement, an exception may be made, subject to 
the approval of the State Board. 

5. Every dollar of Federal funds for agriculture and for teacher-training 
shall be matched by a dollar of State funds. Every dollar of Federal funds 
tor trades, industry, and home economics shall be met with a dollar of State 
funds and a dollar of local funds. 

If at the end of the fiscal year, however, the total amount of Federal 
and State money provided for this purpose is not expended, the State Board 
will reimburse the local boards on a pro rata basis from such a balance. 

6. Federal and State funds shall be used for the following, purposes 
exclusively: 

A. Salaries of teachers, supervisors and directors of agriculture. 

B. Salaries of teachers, supervisors and directors of trade and in- 
dustrial and home economics subjects properly qualified under 
the standards set up by the State Vocational Board and in ac- 
cordance with the terms of the Smith-Hughes Act. 

C. Maintenance of teacher-training for vocational teachers. No 
part of the Federal or State funds can be used to purchase real 
estate, to construct buildings, or to provide equipment. 

Of the amount (B) for salaries of teachers of trades, industrial sub- 
jects and home economics, at least 33| per cent, of the Federal fund shall 
be applied to part-time schools or classes for workers over fourteen years 
of age who have entered upon employment. Not more than 20 per cent, of 
the fund (B) appropriated for salaries of teachers of trades, industrial 
Subjects and home economics shall be used for home economics. 

An amount not to exceed 15 per cent, of the total amount for teacher- 
training (C) may be used by the State Board for Vocational Education to pay 
the salaries and expenses of State supervisors of voc3,tional education in each 
one of the three lines of woi^k, The remainder of the teacher-training fund 
shall be so distributed that 334 per cent, may be used for the preparation 
of teachers, supervisors or directors of agricultural subjects, 33g par cent, 
for the preparation of teachers, supervisors or directors of trades and 
industrial subjects, and 33S per cent, for the preparation of teachers, super- 
visors and directors of home economic subjects. 

Funds for vocational education will be paid by the State Board to the 
local board or institution in the form of reimbursement for money already 



Plaiv for Vocational Education 



expended. Payments will be made quarterly, on reports sent to the State 
Board on the first of October, January, April and July. Forms for these 
reports will be furnished which must show precisely how and for what 
purpose funds have been spent. Reimbursement will be made from Federal 
and State funds to the amount appropriated only on condition that the 
provisions of the State plan for vocational education have been properly 
carried out. 

7. How teachers of vocational education are elected and paid. Teachers 
of vocational education shall be elected by the local school boards in such 
manner as others are elected. Every precaution must be taken to secure 
teachers whose qualifications meet the minimum requirements for voca- 
tional teachers, fixed by the State Board. No reimbursement for salary will 
be made for any teacher who falls short of those requirements. 

Teachers of vocational education shall be paid in the same manner as 
regular teachers, the local board receiving reimbursement each quarter as 
provided in this plan. 

The teacher of agriculture shall be engaged for twelve months at a 
minimum annual salary of $1,500. The home economics teacher shall be 
engaged for not less than nine months and be paid a salary of not less 
than $675.00. 

III. AGRICULTURAL EDUCATION. 

1. Kinds of Schools. 

Agricultural education may be offered as a department in regular high 
schools, in part-time schools, and in evening schools. 

2. Plant and Equipment. 

The following are the requirements for plant and equipment which mus^ 
be furnished by the local school board before any Federal or State funds 
are allowed: 

(a) A room equipped primarily for instruction in agriculture. Such a 
room should not be fitted up with the ordinary seats and desks of the school- 
room, but should have movable tables and chairs which may, on occasion, 
be moved to one side in order to provide for demonstrations requiring large 
apparatus, or even the presence of a coop of chickens. 

(b) Sufficient equipment to demonstrate the ordinary improved scitn- 
tific methods of testing milk, incubating eggs, grafting trees, testing soils, 
etc. A minimum of $350 must be provided for this equipment. 

(c) Suitable cabinets for properly storing apparatus and properly car- 
ing for materials collected in the community, such as grains, grasses, fruits, 
vegetables, small implements, poultry, feeds, animal feeds, etc. 

(d) A collection of at least thirty-five reference books and not less than 
one hundred bulletins, properly catalogued. 

(e) The school should subscribe to at least five farm journals. 

(f) A farm shop, approximately 30 x 50 feet in size, equipped for 
teaching wood work, forge work, and cement work. The cost of equip- 
ment should not be less than $750. 

(g) Five acres of land, adjacent to, or near the school. 



8 Virginia: Bulletin State Board of Education 

3. Minimum fob Maintenance. 

The local school board shall provide an annual amount for maintenance 
sufficient to replace or replenish the equipment mentioned above in para- 
graphs (a), (b), (c), (d), (e) and (f) in such manner that the value of 
such equipment will be at the beginning of each school year at least equal 
to the minimum in each case. A minimum of $5.00 per pupil per year 
should be provided for this purpose. 

4. Courses of Study. 

A. Course of Study for Departments of Vocational Agriculture 

First Year (8th Grade) 
Non- Vocational : 

English 5 40-minute periods 1 unit 

Algebra 5 40-minute periods 1 unit 

General Science 3 40-minute periods and 2 80- 

minute periods 1 unit 

Vocational: 

Plant Production (Agronomy) ... 5 80-minute periods 1 unit 

Farm Shop Work 2 80-minute periods ] 

Supervised Project Average of 5 hours and 40 }- i unit 

minutes for 9 months .... J 

4g units 



Second Year (9tTi Grade) 



Non-Vocational: 



English 5 40-minute periods . 

Plane Geometry 5 40-minute periods. 

Economic Geography -.5 40-minute periods. 



1 unit 
1 unit 
1 unit 



Vocational: 

Animal Production 

(Animal Husbandry) 5 80-minute periods 

Farm Shop Work 2 80-minute periods ] 

Supervised Project Average of 5 hours and 40}- 

minutes for 9 months .... J 



Third Year (10th Grade) 
Non- Vocational: 

Fnglish 5 40-minute periods 

Farm Arithmetic and Elementary 

Bookkeeping ^ 40-minute periods 

Human Biology .... 3 40-minute periods and 2 80- 
minute periods 

Vocational: 

Horticulture and Field Crops 5 80-minute periods 

Farm Shop Work 2 80-minute periods 1 

Supervised Project Average of 5 hours and 40 J- 

minutes for 9 months.... J 



1 


unit 


* 


unit 


41 

*2 


units 




unit 




unit 




unit 




unit 




unit 


4i 


units 



PJtni for Vocational Education 



Fourth Year (11th Grade) 
Non-Vocational: 

English 5 40-minute periods 1 unit 

History and Civics 5 40-minute periods 1 unit 

Chemistry or Physics 3 40-minute periods and 2 80- 

minute periods 1 unit 

Vocational: 

Rural Engineering, Farm Me- 
chanics, Farm Management and 

Rural Economics 5 80-minute periods 1 unit 

Farm Shop Work 2 80-minute periods 1 

Supervised Project Average of 5 hours ^ and iO \ i unit 

minutes for 9 months....] 

4J units 

Total Academic Units.... 16 units 
Project Units 2 units 

This course, as outlined, makes provision for four years of secondary 
grade work, and offers a well-rounded course, since one-half of the time is 
devoted to the academic, or non-vocational subjects. These academic sub- 
jects are the same as those offered in the regular course of the rural and 
small town high schools, and the students of vocational agriculture pursue 
these courses with the non-vocational pupils. 

While the vocational work should average not less than three hours 
per day for nine months, it is not necessary that the three hours of work 
be done in the school. The supervised project work may be done on the 
home farm, and school credit will be allowed for this work. A minimum, 
however, of eighty consecutive minutes each day of vocational work must 
be taught in each school which offers vocational work. 

The supervised project may be conducted on the school farm or on 
the home farm, although it is advisable that, wherever possible, the student 
carry out his project on his home farm. This supervised project must be 
conducted through a period of at least six months, and it is highly desirable 
that it continue through the entire year. The home project is the basis of 
the vocational work in agriculture, and the student, therefore, should be at 
work on some sort of agricultural project all the while that he is enrolled 
as a student of vocational agriculture. 

The project should be one which bears a direct relation to the work 
done at the school; for instance, since the vocational work of the first year is 
Plant Production, the supervised project should be a Plant Production pro- 
ject. During the second year, the vocational work consists of Animal Pro- 
duction: the project work, therefore, should be the raising of a calf, pigs, 
chickens, or any sort of farm animal or animals. 

In each year in which farm shop work is taught, the work should be 
correlated with the agricultural subjects studied. 

B. Course of Study for Evening Classes in Vocational Agriculture 

■Evening classes are planned primarily for men of maturity, now em- 
ployed as farmers or operating their own farms. Such courses may be given 



10 Virginia: Bulletin /State Board of Education 

in the high schools in which departments of vocational agriculture are sub- 
sidized by the State and Federal Governments and may be given by the 
regularly qualified teachers of vocational agriculture. 

Since these courses will be of a highly specialized nature, no attempt is 
made here to indicate the particular agricultural subjects wtich may be 
offered in the various sections of the State. Under "Agriculture" is indi- 
cated the amount of time which should be devoted to Dairying, Sheep Rais- 
ing; Poultry Raising, Orcharding, Crop Production, or the specialty that will 
be studied. 

Agriculture . . ..^ 90 minutes per day for 8 weeks. 

English (The Study of Farm 

Journals) 40 minutes per day for 8 weeks. 

Project Work 90 minutes per day for 6 months. 

C Course of Study for Part-Time Classes 

Part-time classes will be offered chiefly for boys and young men who 
have recently been in attendance at school, but who are now engaged in 
farming, and who wish to avail themselves of the advantages offered by the 
department of vocational agriculture which have been established in their 
communities. The agricultural instruction given will be supplementary to 
the particular kind of farming in which they are engaged. 

No attempt is made here to indicate the type of agricultural work or 
specialty which should be offered, since this will vary for the various sec- 
tions of the State, and the training which the students haVe had. The time 
specified for "Agriculture" indicates the time to be devoted to the agricul- 
tural occupation studied. 

Agriculture 90 minutes per day for 12 weeks. 

Farm Shop Work 90 minutes per day for 12 weeks. 

Project Work 90 minutes per day for 6 ' months. 

Farm Arithmetic 40 minutes per day for 12 weeks. 

English .40 minutes per day for 12 weeks. 

5. Methods of Instruction. 

Practical work, laboratory work, and theoretical instruction Should be 
required, and the methods of instruction in these various lines should be 
such as to best prepare the pupils for the occupation of farming. The in- 
struction should be carried on with the primary aim of production rather 
than scientific investigation. This does not mean that either the prin- 
ciples or the methods of science should be ignored. Laboratory and reci- 
tation work should not be separated into distinct phases. That is, a cer- 
tain time each day should be set aside for agricultural instruction and 
the question whether this instruction is to consist of discussion, reci- 
tation, or laboratory work, or a combination of two or more of these, 
should depend not on the fact that it is a certain day of the week, but upon 
whether the particular subject under consideration lends itself to that kind 
of treatment. The work of a single day might comprise some denionstration 



Plan for Yotafional Education 11 

work, some recitation work, and some laboratory work. The sequence of 
topics should not necessarily be that of the text-book, but should follow 
the growing season, and the stress given to a particular topic should depend 
upon the importance of the topic to the farmers of the community rather 
than upon the number of pages which 'the text-book devotes to the topic. 
The amount of material available for the concrete instruction should have 
some influence upon the selection of and emphasis given to topics. Instruc- 
tion should be planned for out-of-doors, as well as for indoors. The pupils 
should be brought into contact with those who are following godd principles 
and practices in agriculture. 

6. Qualifications of Teachers. 

Teachers of vocational agriculture shall have the following qualifications: 

(a) A four-year college course in agriculture, based on entrance re- 
quirements as follows: 

Completion of a standard four-year high school course or its 

equivalent. 
Two years' practical experience in farm work or in intimate 

contact with such work. 

(b) He should know and be in sympathy with farm life, not theoreti- 
cally, but from actually having been in the place of the pupils whom 
he is teaching. 

(c) The teacher of agriculture should be a man who will command the 
respect of the farmers of the community, not only because of his 
experience in farming and his training in the science of agricul- 
ture, but also because he possesses qualities of leadership. It is to 
be remembered that the teacher of agriculture needs to be not only 
the teacher in the school, but also the friend and helper of all of 
the farmers of the community. 

7. Qualifications of Supervisors or Directors. 

The qualifications of supeiwisors or dii'ectors of agriculture shall be at 
least such as to meet the standards set for teachers of agriculture, and in 
addition at least two years of successful experience in teaching or super- 
vising agriculture is required. It is desirable that supervisors and directors 
have made some special study of general problems of vocational education, 
particularly in relation to secondary schools. 

8. Plans for at Least Six Months' Supervised Practical Work. 

Ih each course of study outlined in this p'lan, provision is made for at 
least six months of supervised practical agriculture. This supervised prac- 
tical work which constitutes the "project work" of the pupil may be con- 
ducted on the school farm or the home farm of the pupil — it is recommended, 
however, that, wherever possible, this work should be done on the home 
farm. 

The home project is an enterprise undertaken by the boy with full 
responsibility on his part for both the financing of the project and the doing 
of the work, although he may not necessarily do all of the work himself. 



12 Virginia: Bulletin State Board of Education 

This should be a business enterprise involving the keeping of books, the 
taking of inventories, and the making of final statements. 

In addition to the project, certain home laboratory exercises may be 
carried on, such as the testing of. ijailk from a certain number of cows, or 
the treatment of seed potatoes for scab, or the testing of the germinating 
powers of seed corn, or the grafting of fruit trees. 

IV. TRADES, HOME ECONOMICS AND INDUSTRIAL EDUCATION. 

1. The Federal fund available for trade, home economics and industrial 
education will be used for the following types of classes with the approximate 
distribution indicated: 

A. Evening schools or classes 18% , 

B. Part-time schools or classes 33J% 

C. Unit trade schools or classes 18% 

D. Industrial schools or classes in cities of less than 

25,000 10i% 

E. Home Economics 20% 

For every dollar of the above amount of Federal funds expended, the 
State will expend one dollar and the local board will expend one dollar. 
If, at the end of the fiscal year however, the total amount of Federal and 
State money provided for this purpose is not expended, the State Board will 
reimburse the local boards on a pro rata basis from such a balance. 

2. Trade and Industrial Education. 

A. The State Board proposes to aid from the Federal funds, the 
following kinds of trade and industrial education: 

(a) In evening industrial classes, the instruction shall be sup- 
plementary to the daily employment and shall include classes 
for machinists, molders, carpenters, plumbers, etc.: for women; 
courses in sewing, dressmaking, cooking, millinery, etc. 

It should be understood that the term "Evening Schools" 
is considered to mean work given to persons at hours other 
than those of actual employment. "Evening Schools" then 
becomes a generic term descriptive of work rather than of 
the particular time of day when the class is in session. 

(b) In part-time schools or classes. 

(1) Trade extension courses will be offered those already en- 
gaged in some trade who desire more thorough training 
in that trade. The work will supplement the daily em- 
ployment and be adapted to the immediate needs of those 
who apply for the course. 

(2) Trade preparatory classes will be conducted for those 
who have entered one industrial pursuit or trade and de- 
sire training in a different trade. 

(3) General continuation part-time classes will be conducted 
for persons engaged in any useful employment who de- 



Plan, for Vocational Education 13 

sire courses which will contribute to their intellectual 
and vocational development. 

Close correlation of school instruction with shop work 
is regarded as being of vital importance in part-time 
work, and one means of insuring this correlation will be 
found, it is believed, in the appointment of co-ordinators. 
In order to encourage the States to develop part-time edu- 
cation under section 2 of the act and to provide proper 
correlation between the school and the shop, factory, home, 
office, etc., where the pup'Il is employed, the Federal 
Board has made the following ruling beginning with the 
fiscal year ending June 30, 1918: 
"Instructors in part-time schools and classes paid in part from Federal 
money may serve also as co-ordinators of work between the school and the 
employment or work of the pupil. By co-ordinator is meant the person who 
supervises or correlates the class instruction and the practical experience 
of part-time students." 

The State plan provides that any person appointed as a part-time co- 
ordinator, approved by the State Board, may be reimbursed for time spent 
doing such work, in accordance with the plan for reimbursement. 

(c) Unit trade classes will be organized in day schools for the 
purpose of preparing persons over 14 years of age for trade 
or industrial pursuits. 

(d) In day schools in towns and cities of less than 25,000 popula- 
tion industrial classes will be encouraged wherever practicable, 
to meet the needs of the community. Instruction will be given 
in shop work, carpentry, printing, molding, etc., as the needs 
of the pupils may dictate. 

B. In evening industrial schools and classes. 

(a) The controlling purpose shall be to supplement the daily 
occupation of the worker in such way as to increase vocational 
efficiency. 

(b) Only persons over 16 years of age shall be admitted to these 
courses. 

(c) The plant and equipment shall be such as to satisfy the 
State Board that ample facilities are provided for proper 
instruction. 

(d) A minimum for maintenance is required which will insure- 
teachers who meet the standards set up by the State Boara. 
and adequate supplies. 

(e) The course of study shall be submitted to the State Board for 
approval. The character and content of the course of study 
shall be such as to increase the skill or knowledge of the 
worker in the occupation in which he is engaged. In evenic;? 
schools the short unit course will be most effective. 

The following unit course is suggestive of what may be offered in *be 
evening schools: 



14 Yli'ginia: Bulletin State Board of Education 



■ Carii)entry. 



A unit course for carpenters and joiners to be offered in evening schools 
may include the following: 

Lessons. 

C-1. Shopwork in house framing 10 

C-2. Shopwork in roof construction . . ; 10 

C-3. Shopwork in floor laying and inside finishing- 10 

C-4. Shopwork in stair building 10 

C-5. Shopwork in outside trimming. ...;............. 10 

C-6. Mill-room practice 5 

C-7. Saw filing . 5 

C-8. The carpenter's steel square ; 5 

C-9. A study of building materials ; . .. 10 

C-10.' Mathematics for carpenters and joiners 20 

C-11. Elementary plan reading for carpenters 10 

C-12. Elementary sketching and drawing for carpenters and joiners 10 

C-13. Construction of arches for bricklayers. . . .' 10 

C-14. Specifications and details 20 

C-15. Advanced plan reading and estimating. . 10 

C-16. The building ordinances of Richmond 10 

C-17. Tim.e keeping and cost distribution. 10 

C-18. Figuring cost of small structures ; 20 

C-19. Writing specifications and business letters 20 

C-20. Study of materials of construction and city ordinances for esti- 
mators of large structures ■ 10 

225 

The following is given as an example of the lessons which may be 
planned for a particular unit. In this case C-8 is chosen. 

G-^. The Carpenter's Steel Square. 

Lesson 1. Oral instruction: Anatomy of the steel square, general uses, 
markings or graduations (a) board measure, (b) rafter measure, (c) brace 
measure, and (d) diagonal scale of lOOths of an inch. 

Lesson 2. Demonstrate the use of the board measure; name the acces- 
sories for working out steel square problems; demonstrate the use of the 
steel square in dividing a board into any number of equal parts; the method 
of finding the number of degrees in each angle of a regular polygon; of 
finding the degrees in the miter of a polygon; demonstrate the method of 
finding the figures upon the square which will give the angles and miters 
of a polygon; construct by this method an equilateral triangle, a rectangle, 
a hexagon, an octagon. 

Lesson 3. Demonstrate the method of bisecting an angle with the steel 
square; of finding the center of a circle which will pass through three given 
points; the method of finding the greatest square which can be contained 



Plan, for Vocational Education 15 

within a given circle; of finding a square one-half the area of a given 
square; the method of finding a square twice the area of a given square. 
Demonstrate practical applications of the preceding principles. 

Lesson 4. Demonstrate the method of constructing a circle equal in 
area to two given circles; how it may be applied to any number of circles; 
demonstrate the use of the octagon scale; demonstrate what figures upon 
the side of a square will give the width of the side of an octagon; name some 
other tool that may be used in the same way; demonstrate the method of 
finding the sides of an octagon from the diagonals of a square; the method 
of finding from a given side the width of an octagon. Illustrate the pre- 
ceding principles by practical applications. 

Lesson 5. Demonstrate the method of finding from a given side the 
width of a hexagon; of finding the diagonal of an octagon from its given 
side; given the side of a hexagon, find its diagonal; given the width of an 
octagon, find the length of the side; given the width of a hexagon, find 
the length of the side. Illustrate the preceding principles by practical 
application. 

Note: In working out steel square problems, use a planed board, 12" 
or 15" wide, and about 3' long, one edge of which should be jointed perfectly 
straight and square. 

(f) Evening school instruction shall be given only in such sub- 
, jects as will increase skill or knowledge in the occupation in 

which the worker is engaged as his daily employment, or as 
will lead to promotion or advancement in that work. In 
communities where it is impossible to secure a sufficiently 
large enrollment to warrant the establishment of an evening 
school class in a particular trade, it may be possible to ar- 
range a course which will give instruction supplementary to 
the daily employment to persons from closely allied occupa- 
tions, but the fundamental consideration must be kept in 
mind that all instruction in the evening schools under dis- 
cussion must be of demonstrable value in the daily occupa- 
tions of the pupils taking the work. Thus, it is entirely 
practicable to arrange a course in reading architectural 
drawings for carpenters, masons, bricklayers, plumbers, and 
electricians which would provide instruction of value to a 
class composed of men from all of these trade. Such a 
course would not be designed however, to make draftsmen but 
CO enable the students to read the drawings. 

(g) The methods of instruction shall be those practiced in the 
best ordered commercial shops rather those of a regular man- 
ual training department in the ordinary school, and will de- 
pend largely upon the character of the pai'ticular school or 
class. The work of the class shall, however, be shaped in 
accordance with actual experience and the daily employment 
of the group taking the work. 

(h) (1) The qualifications of teachers in specific shop subjects 
shall be academic training at least equivalent to that 



16 Virginia: Bulletin otate Board of Education 

, required in the elementary scliools and practical shop 

experience at least two years beyond the apprenticeship 
stage. 
(2) For teachers of related subjects the completion of at 
least two years of college work (one-half of which should 
be in technical and scientific subjects, with a satisfactory 
contact with shop conditions), or the equivalent in ex- 
perience and ability, subject to approval by the State 
Board. 
C. (a) In part-time schools or classes trade extension courses hiay 
be offered. 

(1) The controlling purpose of such courses is to increase 
the efficiency of persons engaged in some useful occu- 
pation. The course will be adapted to the needs of 
those who are engaged in factories, shops, etc., with the 
idea of aiding their vocational and intellectual advance- 
ment. 

Persons definitely scheduled for employment, by a 
written contract with the employer, may be given, be- 
fore being employed, instruction in a trade or extension 
part-time c^ass, fitting them for more advantageous en- 
trance to such employment. 

(2) The course shall be designed for persons over 14 years 
of age, without upper age limit, who have entered upon 
employment, provided the instruction given is (a) de- 
signed for and suitable to enlarge the civic and voca- 
tional intelligence of workers over 14 and less than 18 
years of age and (b) given not less than 144 hours per 
year. 

(3) The plant and equipment shall be such as to satisfy the 
State Board that the purposes of the course can be 
carried out in a satisfactory manner. 

(4) A minimum for maintenance shall be required which 
will insure that teachers of satisfactory qualifications 
can be secured, and adequate supplies provided. 

(5) The character of the course shall be determined by the 
vocational and intellectual needs of the pupils and the 
content such as will couple the course directly with 
the actual occupation in which the pupils are engaged. 

A typical trade-extension course for machine shop 
apprentices would include the following courses: shop 
drawing, shop mathematics, shop science, and a study 
of tools and materials. 

(6) The methods of instruction shall adapt the work of the 
school as far as possible to the demands of the shop, 
factory, or other occupations. By shop inspection and 
a careful study of shop conditions the school can be 
made a continuation of shop practice with such added 



Plan for Vocational Education 17 

training as will make the work more efficient practically 
as well as socially. 

(7) Instruction given may be for a few hours per week; in 
some cases pupils may be a half day in the school and 
a half day in the commercial shop, or two weeks oC 
constant instruction may be followed by the same pe- 
riod in their work. Still other courses are laid out tO' 
cover slack seasons, where apprentices in the trade ma^ 
be excused for one, two or three months of contitiuous 
school instruction. In all cases however, the course 
shall cover a minimum of 144 hours of class instruction 
per year. 

(8) (a and b) The qualifications of teachers shall not be 
less than the minimum required for the evening schools 
or classes. 

(b) Trade preparatory part-time schools or classes may be con- 
conducted under the direction of the State Board. 

(1) The controlling purpose is to give instruction designed 
to fit persons for some useful employment other than 
the trade or industry in which they are engaged. 

Persons definitely scheduled for employment by 
written agreement with the employer, may be given, 
before being employed, instruction in a part-time class 
fitting them for advantageous entrance to such employ- 
ment. 

(2) Pupils shall be over 14 years of age. The course shall 
be designed for persons over 14 years of age, without 
npper age limit, who have entered upon employment, 
.provided the instruction is, (a) designed for and suit- 
able to enlarge the civic and vocational intelligence of 
workers over 14 and less than 18 years of age, (b) and 
given not less than 144 hours per year. 

(3) The plant and equipment shall be the same or similar to 
that required for trade extension work. 

(4) The minimum for maintenance shall be such as to in- 
sure teachers of approved qualifications, with funds for 
sufficient supplies. 

(5) The character and content of the course will vary with 
the needs of pupils, but in general must conform to the 
requirements for trade extension classes. 

Classes in trade preparatory part-time schools should 
not attempt to teach trades which, because of a great 
length of time needed for their mastery, cannot prop- 
erly be given in the intermittent instruction of trade 
preparatory part-time classes. As an example of what 
the trade preparatory part-time classes can do the fol- 
lowing illustration is given: if a person, who is work- 
ing as a sheet metal worker with a firm that also con- 



18 Virginia: Bulletin /State Board of Education 



tracts for plumbing, wishes to become a plumber, he 
might take in the trade preparatory part-time school 
such courses as drawing and blue print reading, study of 
State and city rules and regulations governing the 
trade, proper means of installation of plumbing, shop 
work, pipe fitting, etc., cost estimating, etc., and applied 
science. 

(6) The methods of instruction shall conform to the general 
methods in the trade extension instruction. 

(7) The length of term shall be the same as that for trade 
extension part-time schools. 

(8) Teachers must have the same qualifications as required 
for trade extension instruction. 

(c) General continuation part-time schools or classes may be 
offered. 

(1) The purpose of the course shall be to increase civic or 
vocational efiiciency. 

Persons definitely scheduled for employment, by a 
written contract with the employer, may be given, be- 
fore being employed, instruction in general continu- 
ation part-time schools or classes, fitting them for more 
advantageous entrance to such employment. 

(2) The course shall be designed for persons over 14 years 
of age, without upper age limit, who have entered upon 
employment, provided the instruction given is (a) de- 
signed for and suitable to enlarge the civic or vocational 
intelligence of workeirs over 14 and less than 18 years 
of age, and (b) given not less than 144 hours per year. 

(3) The minimum requirement for plant and equipment 
shall be such as will satisfy the State Board that ample 
facilities for the course are provided. 

(4) For maintenance an amount shall be guaranteed which 
will enable well qualified teachers to be employed, and 
adequate supplies provided. 

(5) The course of study may provide special training re- 
lated to the daily occupation of the worker or a general 
academic course intended to increase civic and voca- 
tional efficiency. 

General continuation part-time classes may provide 
special training related to the daily occupation of the 
worker or they may be formed to give instruction to 
mixed groups from various occupations in such subjects 
as English, civics, history of industries, arithmetic, 
trade mathematics, or any commercial branch or ele- 
mentary of high school subject. 

Similar classes can be formed for women in stores 
or factories in home economics subjects, commercial 
subjects, industrial subjects (not trade extension), or 
preparatory and general education subjects. 



Plan for Vocational Education 19 

, Such pai't-time classes must be classes which divide 

the working day or school time instruction and prac- 
tical work in shop, factory, home, office, etc. The divi- 
sion of time may be so arranged as to apportion or dis- 
tribute the total working days so that a portion of it is 
given to school instruction; or to distribute the total 
time so tliat a portion of it is given to employment in 
shop, factory, home, office, etc. In some cases, pupils 
may be a half day in school and a half day at work; in 
other words, they may have alternate days or alternate 
weeks at work and in school; or two weeks of constant 
instruction may be followed by the same period at work. 
Still other courses can be laid out to cover the slack 
seasons when pupils may be excused for one or two or 
three months of continuous school instruction. 

(6) For special branches and subjects taught the method of 
instruction shall closely relate shop experience and 
school work. Academic branches shall be presented in 
such manner as will inspire love of country. 

(7) The length of term shall be not less than 144 hours. 

(8) For shop subjects and related branches the qualifications 
of teachers shall be equivalent to those fixed for the 
evening classes. For other subjects taught, two years 
of study in advance of the high school grades are re- 
quired. 

D. The State Board proposes, when practicable, to establish day unit 
trade schools or classes. 

(a) The controlling purpose will be to fit persons for useful em- 
ployment in some trade or industry. 

(b) The age of admission shall be not under 14 years. 

(c) The plant and equipment must be adequate to teach in a 
satisfactory manner the trade or industry. 

(d) A minimum for maintenance is required to provide salaries 
for qualified teachers and to furnish the necessary materials 
for carrying on the work. 

(e) The course of study may vary in length from one to four 
years. Non-vocational and related work shall not require 
more than fifteen clock hours per week, and non-vocational 
courses may include such subjects as English, penmanship, 
history, (including industrial history), commercial geogra- 
phy, civics, hygiene, and related work including such sub- 
jects as related mathematics, shop drawing, related science, 
etc. 

The following course is typical of what may be offered in a day unit- 
trade school having a three-year course: 



20 Virginia: Bulletin State Board of EducatioV' 

Skeleton Course Machinist's Trade — Three Years. 

'First Year. Hours per week. 

Shop Work — Machine shop practice on useful or productive 

basis 15 

Related mathematics 5 

Related Subjects— Related Science 2 

Related Drawing 3 

Non-vocational — English 3 

Civics 2 

Total 30 

Second Year. Hours per week. 

Shop Work — Machine shop practice on useful or productive 

basis 15 

Related Mathematics 3 

Belated Subjects — Related Science 2 

Related Drawing 5 

Non-vocational — Industrial History 2 

English, Civics 3 

Total • 30 

Thh'cl Year. Hours per week. 

Shop Work — Machine shop practice on useful or productive 

basis 15 

Related Mathematics 3 

Related Subjects — Related Science 3 

Related Drawing and Trade information. 5 

Non-vocational — English or an elective 5 

Total 30 

The foregoing is submitted as an illustration of a possible division of 
time for (a) shopwork, (b) related subjects, and (c) non-vocational subjects, 
and should in no sense be accepted as a required arrangement. 

Unit Course fob Machine Shop Work. 

Unit Letter Approximate Number 

and Numlier. Name of Unit. of Hours Required. 

M-1 Floor and bench work 270 

M-2 Lathe work 300 

M-3 Use of mandrel 150 

M-4 .Drill press and radial drill 150 

M-5 Horizontal and vertical boring mills. . 150 

M-6 Planer • and shaper 150 



Plan for Vocational Education 21 

M-7 Duplicate work 150 

M-8 Grinder 100 

M-9 Tool making 200 



Total 1,620 

Related Subjects. 

1. Mathematics. 

Common fractions, simple equations, equivalents, percentage, ratio and 
proportion, mensuration and special short cuts applied to practical 
shop problems which will include wage computations and cost of pro- 
duction. 

Calculating proper feeds and speeds of cutting tools and grinding 
wheels, simple and compound gears for thread cutting, speeds and 
dimensions of line shafts, pulleys, gears, horse-power of single and 
double ply belting, indexing gear work, taper computation. 

Practical geometry and trigonometry as applied to the setting up of 
the machines, grinding of tools, and to other shop problems. 

Strength of materials, conversion tables, squares, cubes, rests and lo- 
garithms, use of had books and the various formulae. 

2. Related Science. 

Elementary mechanics involving the laws of the lever, wheel and axle, 
inclined plane, screw and wedge, as applied to machine shop work. 
Transmission of power by belts, gears, shafting, friction, rope and 
chain drives to be used as illustrations. 

Elementary metallurgy covering the properties and composition of cast, 
malleable and wrough iron, steel, copper, brass, zinc, lead, and bab- 
bitt. 

Composition, value and methods of testing lubricating oils, greases and 
cutting compounds. 

Selection of materials for machine parts, including bearings, spindles, 
frames, wearing and cutting surfaces, parts under strains and vibra- 
tion. Wear and oxidation of metals, crystalization of steels under 
various conditions. 

Heat treatment of various metals covering the expansion and contrac- 
tion, case hardening, tempering, and annealing. 

3. Drawing. 

Reading of typical shop working drawings, comparing drawings with 
rough and finished castings, noting carefully shape, dimensions and 
finish marks. 

Freehand sketches of machine parts, lay-out work, tool designing, de- 
tail and assembly drawings of machine and machine parts, blue-print- 
ing. 

4. Trade Information. 

Use and manufacture of the materials of the trade, standardization of 
general shop supplies. 



22 Virginia: Bulletin State Board of Education 

Cost of standard materials. 

Shop systems and records. 

Standardization of tools and equipment. 

Machine tools. 

Hand tools. 

Supplementary sources of information. 

Fire prevention. 

First aid. 

Function of the occupation and relative importance. 

conditions of employment. 

(f) Methods of instruction shall provide a sequence of experi- 
ences and of thought about experiences which will enable 
the pupil to acquire as rapidly as possible manual skill and 
texterity in various operations of the trade or industrial pur- 
suit for which he is preparing. Methods shall develop ability 
to think and to work intelligently in the trade. 

(g) Not less than half the time or 15 hours J)er week must be 
given to practical work on a useful or productive basis 
Printing of school forms in the print shop and making of 
school equipinent, etc., illustrates the nature of the practical 
work which may be undertaken. 

(h) The school term shall be not less than nine months or thirty- 
six weeks. 

(i) At least thirty clock hours of instruction shall be given 
each week. 

(j) The qualifications of teachers shall be '' 

(1) For shop or trade teachers, a journeyman of at least two 
years' experience above the apprenticeship stage, who 
shall have completed the course in teacher-training of 
not less than one nor more than three years, or the 
equivalent training until such a teacher-training course 
is offered. ^ 

(2) For teachers of related subjects, the completion at a 
technical college of a course in the related subjects at 
least two years in advance of the standard high school 
course or the equivalent in experience and ability, sub- 
ject to approval by the State Board. 

(3) For teachers of non-vocational subjects, completion of 
two years' work in the subjects to be taught at a' college 
or normal school over and above the standard high school 
requirement. 

Both the type of work and the grade of instruction shall be arranged 
to meet the needs of the community, provided, however, that the grade of 
instruction shall be less than college grade. As far as possible the academic 
subjects taught shall be correlated with the trades. 

E. In cities and towns of less than 25,000 population, industrial 
schools or classes may be conducted. 



Plan for Vocational Education 23 



(a) The controlling purpose shall be to fit for useful employ- 
ment. 

(b) The work is designed to meet the needs of persons over 14 
years of age. 

(c) A minimum for plant and equipment shall be required which 
in the estimation of the State Board will satisfy the demand 
of proper instruction. 

(d) A minimum for maintenance is required which will provide 
well qualified teachers and material necessary for the course 
of instruction. 

(e) The general character and content of the course of study 
shall be similar to that outlined for the day unit trade 
schools, subject to such modifications as may be made to 
meet the requirements of the community. 

(f) The methods of instruction in the day trade unit schools 
shall prevail in the general industrial school. 

(g) Half the time shall be given to practical work on a useful or 
productive basis. 

(h) The length of the school year shall be nine months. 

(i) Not less than twenty-five hours of instruction shall be given 
each week. 

(j) The qualifications of teachers shall be the same as those re- 
quired for the day unit trade school. 

3. Home Economics Education. 

A. A statement of kinds of Home Economics Education wliich the 
State Board intends to aid from Federal funds. 

a. Evening home economics schools or classes. 

b. Part-time home economics schools or classes wherever practi- 
cable. 

c. Day schools or classes in cities of over 25,000. 

d. Day schools or classes in cities or towns of less than 25,000. 

B. Evening home economics schools or classes. 

a. Age of entrance shall be a minimum of 16 years. 

b. Required or minimum plant and equipment. 

These shall be of the same general character and of about 
equal cost to those stipulated for the regular day school. There 
should be good light, heat, and ventilation. The plant and 
equipment should duplicate home conditions as nearly as pos- 
sible. 

c. Minimum for maintenance. Sufficient money must be paid to 
secure services of qualified teachers who are in full sympathy 
with the ideals and methods of evening school instruction. 
Sufficient funds should be available to maintain standards used 
as a basis for approving the school. 

d. Character and content of course of study. 

The work will be organized on a short unit basis designed 
to meet the needs of a group of experienced home-makers and 



24 Virginia; Bulletin /State Board of Education 

a group of young women desirous of fitting themselves to be 
efficient home-makers. The subjects will be selected on the 
same basis. The following topics and courses are illustrative 
of the kind of work to be offered: 

(1) Feeding of the family. 

(2) Clothing of the family. 

(3) Care and welfare of children. 

(4) Care of the health of the family. 

(5) Management of the home. 

Clothing for the Family. 
Unit 1. Beginners' Unit. 

The aim of this unit is to teach the fundamental processes of sewing. 
This is accomplished through the making of three garments, each one of 
which offers problems not met with in the other. 

Problem I. Chemise: 

Lesson 1. Selection of pattern, cutting and fitting. 
Lesson 2. Hems, buttons and button-holes. 
Lesson 3. Neck and arm-hole finishes. 
Lesson 4. Neck and arm-hole finishes. 

Problem II. Underskirt: 

Lesson 5. Use of sewing machine, cutting and basting. 

Lesson 6. Seam finishes. 

Lesson 7. Plackets. 

Lesson 8. Hems and flounces. 

Problem III. Bungalo Apron: 

Lesson 9. Cutting and fitting (speed work). 
Lesson 10. Seams, neck and sleeve finishes. 
Lesson 11. Hem, placket and belt. 
Lesson 12. Laundering, removal of stains. 

e. Character of school work. 

This shall be supplementary to their daily work as home- 
makers. 

f. Methods of instruction. 

These shall be such as to encourage skill or knowledge in 
direct relationship with the employment of home-making. Prac- 
tical lessons in nearly every phase of home-making shall be 
brought out in such way as to show what contribution can be 
made to the economy and general efficiency of home-making. 
Teachers are supposed to have a sympathetic contact with home 
occupations and practically in every lesson they should empha- 
size the individual and special importance of the work. 

g. The qualifications of teachers shall be the same as those re- 
quired for the day school or in lieu of technical and professional 



Flan for V ocationul Education 



25 



training, trade experience of at least one year with academic 
training equivalent to the completion of the elementary grades 
may be accepted. 
Part-time home economics schools or classes. 

a. Minimum age of pupils shall be 14 years. 

b. The requirements for plant and equipment shall be the same 
or equivalent to that required for the all day school. 

c. Minimum for maintenance. An amount sufficient to keep up 
standards established as a basis for approving the school. Suf- 
ficient money paid to secure the services of well trained teach- 
ers who are in full sympathy with the purposes and methods 
of part-time instruction. 

d. The character and content of course of study shall be such as 
to develop the worker in her regular employment or such as to 
contribute to her vocational and social efficiency. Wherever 
practicable part-time courses in sewing, cooking, and in related 
subjects will be offered. 

Typical Unit Courses for Part-time Classes. 



Unit 1. Fruits and Vegetables: 

Lesson 1. Value of fruits and vegetables in the diet. 

fresh fruit. 
Lesson 2. Preparation of dried fruits and use in diet. 
Lesson 3. Ways of cooking potatoes. 
Lesson 4. Cooking green vegetables. 
Lesson 5. Vegetables as conservers of other foods. 
Lesson 6. The vegetables dinner. 



Ways of using 



Unit 2. The Housekeeper and the Food Problem: 

Lesson 1. Discussion of the food problems of the housewife. 

Lesson 2. Home production of food. 

Lesson 3. Fuel and time-saving in food production. 

Lesson 4. Simplifying standards of living. 

Lesson 5. Economy in buying of foodstuffs. 

Lesson 6. Community kitchens. 



e. Methods of instruction. These shall be adapted to the author- 
ity, knowledge, experience and needs of the students. 

f. At least 144 sixty-minute hours of instruction per year shall 
be given. On the basis of the nine month's session the mini- 
mum requirements would be four hours per week. 

g. The qualifications of teachers shall be the same as those re- 
quired for the day schools or in lieu of such technical and pro- 
fessional training, trade experience of at least one year with 
academic training through the elementary grades may be re- 
quired. 

Day schools in cities over 25,000. 

a. Minimum age of admission shall be 14 years. 



26 



Virginia: Bulletin State Board of Education 



b. Required or minimum plant and equipment. 

1. A room approximately 22' x 28' equipped for food preparation 
and serving. A separate dining-room should be provided if 
possible. 

2. A room approximately 22' x 28' equipped with machines, 
lockers, etc., for garment making and dressmaking. 

3. A simply equipped bedroom for the teaching of home-making 
and the care of the bedroom. 

4. Laundry tubs and ironing equipment may be included in 
, the provisions for the food laboratory unless a regular laun- 
dry can be installed. 

c. A minimum for maintenance is required sufficient to employ 
properly trained teachers and to provide an amount of mate- 
rial of not less than $5 per pupil per session. 

d. Character and content of course of study. Two type courses 
of study may be used; one with the vocational half day given 
over entirely to home economics subjects, and the other with 
the vocational half day given over to home economics and re- 
lated subjects. 

1. Proposed two years' course with the vocational half day devoted to home 
economics subjects and the other half day devoted to general and re- 
lated subjects. 

First Year. 



Subject. 
English 
Arithmetic 
General Science and 
Physiology and Hygiene 

Home Economics: 
Textiles and Sewing 
Foods and Cooking 
■House work. Laundry 



Time 

5 45-niinute periods 
, 5 45-minute periods 

i 5 45-minute periods 
5 180-minute periods 



Credit 
1 unit 
1 unit 

1 unit 



2 units 



Subject. 
Civics and Citizenship 
English 
Drawing and Designing 

(applied to the home) 



Second Year. 

5 45-minute periods • 
5 45-minute periods 

5 45-minute periods 

5 180-niinute periods 



1 unit 
1 unit 

1 unit 

2 units 



Home Economics: 

Dressmaking and Millinery 1 • ^ . 
Home Management, including | 

meal planning, household ac- ( 

counts, division of the in- [ 

come, etc. | 

Home nursing and care of chil- | 

dren. J 

2. Proposed two years' course with the vocational half day devoted to home 
economics and related subjects. 



Plan for Vocational Education 



27 



Suhject. 
English 

Mathematics or History 
Elective 

Related Work 
General Science 
Physiology and Hygiene 

Home Economics: 

Textiles and Sewing and 
Foods and Cooking 



First Year. 

Time 

5 60-minute periods 
5 60-minute periods 
5 60-minute periods 

"] 5 60-minute periods 



5 120-minute periods 



Credit 
1 unit 
1 unit 
1 unit 

1 unit 



1 unit 



Second Year. 



English 5 

Mathematics or History 5 

Elective 5 

Related Work | 5 

Drawing and Designing 
Home Economics: 

Home Management ] 

Meal Planning, Budget. }- 

Elementary Dressmaking 



60-minute periods 
60-minute periods 
60-minute periods 
60-minute periods 



5 120-minute periods 



unit 
unit 
unit 
unit 



1 unit 



e. Methods of instruction. 

Courses involving practical work will not be separated into 
regular recitation and laboratory periods, but will combine in 
one class exercise as far as possible practical work and other 
essentials related to instruction as needed and as adapted to 
the subject. 

f. In schools where the vocational half day is devoted entirely 
to home economics subjects, 180 minutes per day is given to 
food and clothing study, a study of the purchasing of house- 
hold supplies and equipment, the division of the family in- 
come, home nursing, etc. When the vocational half day is 
devoted to home economics and related subjects, the above 
topics are taken up, also the elementary principles of the sci- 
ences, and of drawing and design as applied to the household, 
provided at least 120 minutes a day be devoted to home econ- 
omics subjects. 

g. The school year must be at least nine months in length. 
h. The hours of instruction shall be 30 hours per week. 

i. Qualifications of teachers: 

1. Practical experience of at least one year before or after 
entering upon the courses in special training. Such expe- 
rience may be secured as a helper in the home with some 
responsibility for management. Actual work under super- 
visor in the dormitory, cafeteria, etc., can be accepted as 
part of this requirement. 

2. Home economic training. They must be graduates of a four- 
year course in Home Economics or its equivalent following a 



28 Virginia: Bulletin State Board of Education 

standard four-year high school. The State Board at its dis- 
cretion may accept as teachers of home economics, graduates 
of the two years' course of the State normal schools based 
upon the same conditions of entrance as the four-year course. 
Such graduates may be considered eligible for teaching home 
economics in part-time schools, in evening schools, and in 
regular all day schools, provided that after 1920 graduation 
from the four years' course as above outlined shall be re- 
quired for teachers in the all day schools. 
3. Professional training. They must have had professional 
training in general education and special methods applied 
to home economics with successful practice teaching, or ex- 
perience in the teaching of home economics. 
B. Day schools in cities and towns of less than 25,000. 

a. Minimum age of admission shall be 14 years. 

b. Required of minimum plant and equipment. 

Two rooms, each approximately 25 feet square for food and 
clothing study with proper equipment costing about $500. One 
large room may be used provided light, ventilation, and arrange- 
ment of equipment be adequate. 

c. Minimum for maintenance. 

A minimum for maintenance is required sufficient to em- 
ploy properly trained teachers, and to provide an amount for 
material of not less than $5 per pupil per session. 

d. Character and content of the Course of Study. 

A two-year course with the vocational half day devoted to 
home economics and related subjects is to be offered as follows: 

Course of Study for a Five-hour School Day in Which Half the Time is 
Devoted to Hovie Econoviics and Related Art and Science. 

One half day, or 150 minutes must be devoted to practical work. At 
least 90 minutes of this half day must be devoted to home economics sub- 
jects. To supplement this 60 minutes per day or 300 minutes per week 
must be devoted to related science and art. 

First Year. 



Subject. 


Time 


C 


redit 


English 


5 40-minute periods 


1 


unit 


Mathematics, history or elective 


5 40-minute periods 


1 


unit 


Related Work: 








General Science 


5 to 7 40-minute periods 


] 




Drawing and Designing 


3 40-minute periods 


I 1 


unit 


Home Economics: 


5 90-minute periods 


1 


unit 


Sewing and Textiles 


1 






Food study and Cooking 


I 







Plan for Vocational Education 29 



Second Year. 






5 40-minute periods 
elective 5 40-minute periods 




1 unit 
1 unit 


5 to 7 40-minute periods 
3 40-minute periods 
5 90-minute periods 


1 


1 unit 
1 unit 



English 

Mathematics, history c 

Related Work: 

Human Biology 

Hygiene, sanitation 
Home Economics: 

Meal planning, and 

Sewing — Elementary 

Dressmaking 

e. Methods of instruction. 

Courses involving practical work will not be separated into 
regular recitation and laboratory periods, but will combine in 
one class exercise as far as possible practical work and other 
essentials related to instruction as needed and as adapted to 
the subject. 

f. Pour hundred and fifty minutes per week are given to food and 
clothing study, the aim being to make the work applicable to 
the individual and home life of the student, and to establish 
good standards of living. Three hundred minutes per week are 
devoted to the study of the fundamental principles of the 
sciences relating to the home, and to drawing and designing as 
applied to house decoration and clothing. 

g. The school year must be at least nine months in length, 
h. The hours of instruction shall be 25 per week. 

i. The qualifications of teachers shall be the same as those for 
teachers in cities of more than 25,000. 

V. TEACHER TRAINING. 

1. The State Board for Vocational Education proposes to distribute the 
funds for teacher training in the following manner: 

A. For the training of agricultural subjects thirty-three and one- 
third per cent. 

B. For the training of teachers of trade and industrial subjects 
thirty-three and one-third per cent. 

C. For the training of teachers of home economics subjects, thirty- 
three and one-third per cent. 

2. Agriculture. 

A. Kinds of schools and classes. 

a. For the training of white teachers of vocational agriculture, 
the State Board has established at the Virginia Polytechnic Insti- 
tute, Blacksburg, a four years' course of training. 

b. For the training of colored teachers of vocational agriculture, 
the State Board has established at the Virginia Normal and 
Industrial Institute. Petersburg, a two years' course of training. 

c. It is proposed to improve teachers already in the service, as 
well as to develop an added supply of trained teachers. In the 



30 Virginia: Bulletin State Board of Education 

summer of 1918, a brief course was given at the Virginia Poly- 
technic Institute under the State Supervisor of Agricultural 
Schools and the' Supervisor of High Schools for the benefit of 
agricultural teachers already engaged in the work. The State 
Board has in mind, however, to furnish future teachers of 
agriculture with an equipment not only for knowing the sub- 
ject, but for knowing well how to teach the subject. 

The present State Supervisor of agricultural education will 
continue his efforts in improving the teachers in service, and 
will be assisted by the professor of agricultural education at the 
Virginia Polytechnic Institute and the director of the training 
school of the Virginia Polytechnic Institute. . 
d. The State Board proposed to use the department of vocational 
agriculture at the Blacksburg High School as the training 
school for students in agricultural education at the Virginia 
Polytechnic Institute. The man in charge of this department 
is to be a member of the staff of the department of agricul- 
tural education at the Virginia Polytechnic Institute, and will 
have his schedule of work at the high school arranged so that he 
may devote a portion of his time to the training of teachers in 
service. The professor of teacher training at the Virginia 
Normal and Industrial Institute will devote a portion of his 
time to the improvement of colored teachers in service. 

B. Length of Course. 

The length of the course in agriculture for teacher training 
shall be four years, consisting of sixty college hours distributed 
as follows: Agriculture, twenty-four hours; Science, fifteen 
hours; Non-vocational subjects, twelve hours; and Educational 
subjects, fifteen per cent, of the total four-year course. 

The length of the courses in agriculture for the training of 
colored teachers shall be two years, consisting of at least thirty 
college hours. 

C. Entrance Requirements. 

The requirements for entrance shall be graduation from a 
standard four-year high school, which means sixteen units 
for graduation. Not less than fourteen units may be accepted 
for entrance. 

The normal course in Agriculture for colored teachers is 
based on graduation from the four-year high school course in 
vocational agriculture or its equivalent. 

D. Courses of Study. 



Plan for Vocational Education 



31 



a. Course of Agricnlticral Echication to be Offered at Virginia Polytechnic 

Institute. 



First Year 1 

English 3 

German ] 

French J. 3 

Spanish J 

Algebra 3 

Trigonometry 3 

Chemistry 3 

Zoology 3 

Str. Botany — 

Farm Crops — 

Chem. Lab 15 

Farm Shop — 

Syst. Botany — 



Third Year 

English 

Soils 

An. Nutrition 

Farm Building 

Farm Accounts 

Drainage \ 

Farm Mach { 

Principles and Methods 
of Secondary Educa- 
tion 

Educational Psychology 

School Ad. and Mang. 

Geology 

Plant Path 

Poultry Hush 

Orchard Tech 

Geol. Lab 

Plant Path. Lab 

Soils, Lab 

Farm Crops, Lab 



2 S Second Year 12 3 

3 3 English 3 3 3 

German ] 

3 3 French )■ 3 3 3 

Spanish J 

3 ■ — Organic Chemistry.... 3 3 3 

3 — Prin. of Hort — — 3 

3 3 Breeds of L. S _ _ __ 

3 — Dairying 3 3 3 

— 3 Physics 3 3 3 

— 6 U. S. Hist, and Civics 3 3 — 

— — Farm Drawing 15 — — 

15 — Stock Judging — 15 — 

— 15 Quant. Anal., Survey- 

ing — — 15 

2 3 Fourth Year 12 3 



3 — 



3 3 Special Methods in 
3 ■ — Teaching Agriculture 
3 3 Rural Economy 

— Sociology 

3 Voc. Education 

Bacteriology 

9 An. Breeding } 

Cereal Breeding j 

Farm Management.... 

3 Ec. Entomology 

— Agr. Chemistry 

3 Vet. Science 

— Agr. Ed. Seminar.... 

3 Ag. Chem. Lab 

6 Ec. Ento. Lab 

— Bact. Lab 

— Clinics 

— Thesis 

— Practice Teaching 



3 — — 
-33 
- — 3 



— 3 — 

— 33 

3 3 3 

o o o 

O O t> 

111 

— — 9 

— 1 — 
15 — — 

— 9 — 

— — 3 

— 33 



b. 'Normal Course in Agriculture to be Offered at the Virginia Normal and 
• Industrial Institute. 



First Year 



Second Year 



English 5 

Psychology 5 

Vocational Education.. 5 

Soils and Crops 10 

Principles of Teaching — 

Rural Hygiene — 

Total number of 

periods per week. 25 



10 
5 
5 



25 



English 5 5 

Animal Husbandry 10 10 

School Sanitation — — 

High School Methods.. — 5 

Practice Teaching 5 5 



Total number of 

periods per week. 25 25 



32 Virginia: Bulletin State Board of Education 



E. Provisions for Observation and Practice Teaching. 

The course in teacher-training shall make ample provision 
for observation work and practice teaching. A course in agricul- 
ture has been placed in the high school adjacent to the Virginia 
Polytechnic Institute. The students in the teacher-training class 
will, therefore, have ample opportunity for observation and prac- 
tice. 

A course in vocational agriculture is in operation in the high 
school department of the Virginia Normal and Industrial Insti- 
tute, which offers an excellent opportunity for observation and 
practice teaching by the students in the teacher-training depart- 
ment. 

F. Graduation Requirements, Including Practical Experience. 

In addition to the completion of the four-year course with 
appropriate observation and practice teaching, graduation require- 
ments shall include also practical farm experience or farm con- 
tact of at least two ytears. This experience may be gained before 
the course in teacher-training has been completed, or after the 
completion of such a course. 

G. Relation to Certification. 

For those who complete the work as above outlined, the State 
Board of Education proposes to issue a special certificate to teach 
agricultural subjects. 

Teacher-training for Trades and Industries. 

A. The State Board for Vocational Education has designated the 
following institutions as centers for training teachers for Trade 
and Industrial subjects: 

For training white teachers in Shop Subjects, Richmond City 
School Board. 

For training white teachers in related subjects, Virginia Poly- 
technic Institute, Blacksburg, Va. 

For training colored teachers in related and shop subjects. 
State Normal and Industrial Institute at Petersburg. 

B. (a) Such courses will be conducted either by instructors who 

shall have had at least two years of education beyond the 
standard high school or its equivalent, satisfactory contact 
with at least two trades, and adequate and successful teach- 
ing, experience previous to taking up this work. 

The students of these classes are to be recruited from 
the ranks of men who are skilled in these respective trades. 
It is assumed that such men cannot afford to drop their daily 
work and take up their training as they would at a school 
or college, hence the work 'must be offered during evening 
classes, dull seasons, and short term arrangements adapted 
to the respective conditions. 

Where it is impossible to secure men for these classes 
who are skilled in their trade, an institution, which has 



Plan for Vocafionnl Education 



33 



been designated by the State Board as a teacher-training 
center, may organize classes and train men in shop subjects, 
preparatory to their work in teacher-training. This condition 
applies particularly to the State Normal and Industrial In- 
stitute at Petersburg. 

(1) The requirement for admission demand at least elemen- 
tary education through the 7th grade or its equivalent, 
an apprenticeship in the trade, at least one year as a 
journeyman, and a live interest in the teacher's job. 
In the event the apprenticeship and journeyman quali- 
fications cannot be met at least one year of intensive 
trade school shop training may be accepted as the equiva- 
lent. 

(2) The length of the coure shall be not less than one or 
more than three years. At least 120 hours of instruction 
should be given. 

(3) The following tentative program is offered for training 
shop teachers in Richmond City. 



First Half Year. 



FIRST TERM 



Analysis and classllicatlxn of 
trade knowledge (Including 
detailed study of iiiithenia- 
tlcs science, drawing, and 
Rnallsh.l 

Analylls and classitlcailon of 
trade knowledge 

Analysis and <las8ificaiion of 
trade knowUdge 



HOURS 



Monr'ay,7:30 9 30 Anal' Ris and riassiflcatlon 

I < 1' t ade k rovv ledge. 

Tuesday, 7:30—9:30 KflVciuai insiruclional 

ordi r. 
Thiirlda.N , 7:30-9:30 Methois of leaching. 



Second Half Year. 



Methods of teaching '. 

Methods of teaching 


►londay, 7-30—9:30 

Tutsday, 7:70-9.30 


Iiistr\ictionaI management. 
Th»-(»rv and ortraniz- tion of 


Industrial resources.... 


Th ursday , 8:30—9:30 


vocaUiirial edm ailon. 
Governnieni and Industry. 







Summary of total hours for each subject. 

Hours. 

Analysis and classification of trade knowledge 40 

Methods of teaching 25 

Practice teaching 20 

Effectual instructional order 10 

Instructional management 10 

Industrial resources ^ 5 

Government and nidustry 5 

Records, legal obligations and responsibilities of teachers 5 

Total 120 



34 Vii'ginia: Bulletin State Board of Education 



The same general program for training will be followed by the State 
Normal and Industrial Institute at Petersburg with such modifications as 
may be necessary, subject to the approval of the State Board and the Federal 
Board. 

(4) Provisions for observations and practice teaching will 
be made in Richmond City through the Trade and In- 
dustrial Schools organized there. 

Provisions for observation and practice teaching 
will be made at the State Normal and Industrial Insti- 
stitute through the trade and industrial classes organized 
at that institution. 

(5) The requirements for graduation at each center for 
training shall be the completion of the course. 

(6) The State Board of Education will award to those who 
complete the required course a special certificate to teach 
shop work. 

(b) Teachers of related subjects will be prepared at the Virginia 
Polytechnic Institute at Blacksburg, and the State Normal 
and Industrial Institute at Petersburg. 

(1) The entrance requirements shall be graduation or the 
equivalent of graduation from a standard four-year high 
school. 

(2) (a and b) A course in the related subjects must be of 
a college grade and extend through a period of at least 
two years. 

(3) The following tentative program is offered for training 
teachers of related subjects at the Virginia Polytechnic 
Institute. 

Virginia Polytechnic Institute Course for Teachers of Trades. 

First Year. 1 2 S 

English (10) 3 3 3 

Algebra (80) 3 3 3 

Trigonometry (86) 3 3 3 

Physics (104) 3 3 3 

Chemistry (120) 3 3 3 

Physical Laboratory (112) ■ — 4 4 

Chemical Laboratory (129 ) — ■ 4 4 

Drawing (410) 7 4 3 

*Shop Work (430) 8 3 4 

Military 6 6 6 

*500 hours in summer — General Carpentry or specialty. 

Second Year. 

English (1) 3 3 3 

Physics (105) 3' 3 3 



Plan, for Vocational Education 



35 



Chemistry (121-) 3 3 

Analytic Geometry 3 3 

Surveying (330) 3 — 

Descriptive Geometry (424) — 3 

Elective 3 3 

Physical Laboratory (113) . , 8 — 

Surveying (Field Work) 7 

♦Drawing ( 411 ) — 7 

**Shop Work (433) — 8 

Military 6 6 

♦Principally Mechanical Drawing, but a short part of the course 
voted to Technical Freehand Drawing. 

**500 hours in summer. Forge and Foundry, or specialty. 



5 

is de- 



TJiird Year. 



English (12) 3 3 

Mechanism (422) 3 3 

Logic (18) 3 — 

Psychology (25) — 3 

Material of Engineering 3 — 

Applied Mechanics — 3 

Calculus (92) Elective 6 3 

Elective 3 — 

General Methods of Teaching — 3 

♦Drawing — 15 

Testing Materials (laboratory) , — ■ — 

♦♦Shop Work 15 — 

Military 6 6 

♦Mechanical Drawing — the making of Shop Drawings. 

""500 hours in summer. Forge and Foundry or specialty. 



3 

15 
6 



Fourth Year. 



Methods of Teaching in Industrial Schools 3 3 — 

Practice Teaching — — 6 

Administration of Industrial Schools 3 3 — 

Constitution of Alloys (180) Elective 3 — — 

Applied Mechanics (including strength of materials) 3 3 3 

Metallurgy (170) Elective — 3 3 

Elective 3 3 — 

Thesis — — 3 

Architectural Drawing 15 15 — 

Shop Work — — 15 

Shop Work — — 15 

Notes: 1. The numbers in parenthesis refer to sections in the catalogue 

of the Virginia Polytechnic Institute; the italic numbers designate terms of 

twelve weeks' duration into three of which the session is divided; the num- 



36 Virginia: Bulletin State Board of Education 



bers columnated specify the number of hours per week the subject will be 
taught. 

2. All subjects specified are to be of collegate grade. 

The preceding program will be carried out at the State Normal and 
Industrial Institute at Petersburg with such modifications as are necessary- 
subject to the approval of the State Board and the Federal Board. 

(4) Provisions for observation and practice teaching will be 
provided both in the lower classes of the Virginia Poly- 
technic Institute and in the public high school adjacent 
to the Institute. At the State Normal and Industrial 
Institute, similar provisions will be made in the classes 
at the Institute. 

(5) The requirement for graduation will be the completion 
of the course. 

(6) To those who complete the course, a special certificate 
to teach the appropriate related subject will be given. 

C. For the preparation of teachers for the general continuation work, 
appropriate courses are offered at the Virginia Polytechnic In- 
stitute. 

(1) Entrance requirements shall be graduation from a four-year 
high school, or the equivalent thereto. 

(2) The course of study shall be of college grade, and not less 
than two years in duration. 

(3) The course of study for general continuation part-time school 
teachers will not differ greatly from that for related subjects 
teachers as described and outlined above. Such modifications 
will be made as experience may show necessary, subject to 
the approval of the State Board. 

(4) Practice teaching and observation work is required in this 
course as in those above outlined. 

(5) Requirements for graduation shall be completion of the 
course. 

(6) The State Board of Education will issue to those completing 
such a course a special certificate to teach the particular sub- 
ject or subjects. 

4. Home Economics. 

A. The training of white teachers is done at the Harrisonburg State 
Normal School, and at the College of William and Mary. Colored 
teachers will be trained at the Virginia Normal and Industrial 
Institute, Petersburg. 

a. Improvement of teachers in service and itinerant teacher train- 
ing will be done by means of conferences at teachers' institutes, 
summer courses, monthly letters, thorough advice and sugges- 
tions of the supervisor on her visits. 

B. The entrance requirements shall be the completion of a standard 
four'-year high school course, with one year of practical experi- 



Plan for Yor-ational Education 



37 



ence obtained before or after entering upon the course in special 
training. - 

C. (a) The course of study shall be of collegiate grade and four 

years in length. For negro teachers a two-year course over 
and above the requirements of a standard high school is re- 
quired, 
(b) At Harrisonburg Normal School and the College of William 
and Mary approximately one hundred and twenty credits are 
required. At the Virginia Normal and Industrial Institute 
approximately sixty credits are required. 

D. Course of Study. 

Tlie Basis of Credit. 

In the above schedule one "credit" means three class hours, as follows, 
or some similar combination. 

1. One recitation or lecture hour and two hours of preparation. 

2. Two laboratory hours and one hour of preparation. 

3. Three laboratory hours requiring no preparation. 

State Normal School for Women at Harrisonburg, Virginia. Four-Year 
Course for the Training of Teachers in Home Economics. 

First Year. 



Biology 10 -General Biology 

Kducation 10— Orientation 

Education 11-12— Kducaticn Hsychologv 

English 10— Fundamentals in Rnalish Language 

Home Economics ll-12-13-8ewing and Texiilel 

Home Economics 14-15-16— Cooeing 

Home Economics 17-18— House Work 

Home Economics 40— Laundering 

Manual Arts 15 16-17— urawlne for Home Economics. 

Manual Arts 40— Home Mechanics 

Physical Education 11-12-13 Gymnastics 

Physical Kducation 15— Physiology and Hygiene 

Physical science 14-15-16— Inorganic and Analytical 
Chemistry 







CLASS 




6 


Periods 


Credits 


I 


11 


til 


I 


11 


III 



5 
3 
3 
4 
6 


3 

3 


6 


3 

3 

4 
6 
4 

t) 

3 
3 
3 


6 






4 
6 

4 
4 
3 

3 
5 

6 



3 
3 
3 
2 
3 


1 

1 


3 


3 

3 

o 
i? 
2 

1 
1 

s 

3 






2 
3 
2 
2 
1 

1 
5 

3 


33 


35 


35 


19 


19 


19 



38 



Plan for Vocational Education 



Second Year. 



Biology 31— Advance Nature Study and Gardening. . . 

Ensjlish 20— Reading and Literature 

English 21 — Literary' Epochs 

History 24— iSociology 

History 25— Kthics 

History 26— >merican Government 

History 41— Industrial History 

Home Economics 2 f 24-25 — Konds and Co kerj' 

Home Economics 28— Advanced Textiles; Cnemisiry 

of Textsles 

Manual Arts 20— vrt Appreciation 

Manual Arts 27-28-29— Design 

Music 20 -Music Appreciaiion 

Physical Educntiuu ■.0— Home Nurt-iug 

Physic'il Education 21-22— Gymnastics, Games and 

Plays 

Physical Science 24-25-26— Organic and Household 

Chemistry 









6 








5 








5 





5 





5 


5 








5 








5 








2 











3 








3 





3 








3 


4 


4 


4 


2 


2 








4 








2 








] 





3 


3 


3 


1 


1 


9 








1 








2 








1 


3 


3 





1 


1 


6 


6 


6 


3 


3 


30 


29 


30 


19 


19 



Third Year. 



Biology 49— Bacterif logy 

Education 31-32 Genetic and adolescent Psychology. 
English 35-36— Practical Composition; American 

Literature 

History 31 — Recent 'A niei lean History . ' ' '. ' . '. . . . . . . ' ' ' ' ] 

History 42— Rural Sociology 

History 43 -Economics 

Home Economics 10— Methods anfl Observation in 

Home Economics Teachiug 

Home Economics 26-27— Costume Design 

Home Kconomics30 House Furnishing 

Home Economics 31-32-33— Advanced Sewing and 

Dressmaking 

Home Kconomlcs 37— House piannlng 

Home Economics 38 39 -Millinery 

Home Economics 48 — Household Budgets 

Physical Science 31-32-33— Physiological Chemistry . . . 






4 








3 


5 


■5 





1 


5 





3 


3 





3 


3 








3 





3 





u 


3 











3 














3 








4 


4 





2 


2 





7 


2 








6 


6 


6 


2 


2 





2 








1 


2 





2 


1 





! 


7 


3 








! 4 


4 


4 


4 


4 


27 

1 


28 


26 


18 


18 



Fourth Year. 



Education 20— Practice Teaching and Practice Home 

Education 41-42-43 -History and Philosophy of Edu- 
cation 

Education 46-Princiries of'kducation 

English 40- i-'ubllc Speaking '.\'.',\ 

His'ory 44— History of the ramiiy as a Social Insti- 
tution 

Home Economics 2i-22-fheory' ol Teaching Home 
Kconomlcs 

Home Economics 34-35 36— Nutrition; Dietetics 

Home Economics 47— I :ommun1ty Work. 

Physical scleace 47— History of Science 

Physical Science 48-Househoia Physics 



8 


8 


8 


4 


4 


3 


3 


3 


3 


3 








3 














2 








2 








2 





3 


3 





3 


3 


4 


4 


4 


3 


3 





o 








5 


3 








3 











4 








23 


23 


24 


18 


18 



Plan for Vocational Education 



89 



Course of Study in Teacher Trmning for Vocational Domestic Sciences for 

Negro Teachers. 



FIRST YEAR 



Physiology, with Reference to the Same 

Principles or Teaching 

Methods la Common school 

Branches 

English 

Public School Music 

Cooking 

Household < hemistry 

Sewing and Textiles 

Art Needle Work 

Drawing and Applied Design 

Conservation and Methods of Domestic Science Teaching. 



No 


of 1 


Recitations 


per week 


I 


11 


.5 




4 




3 


3 








2 


2 


3 


3 


2 





3 


3 




3 


2 


•7 


1 


1 


30 


24 



No. of 
Minutes 
per week 



200 
160 

120 
200 
80 
240 
160 
240 



1,560 



n 



120 
200 
80 
240 
160 
240 
240 
80 
80 

1,640 



SECOND YEAR 



Food and Cooking 

General Biology 

Knglish 

House Plannl ng and Decoration 

Business Methods 

Millinery 

Feeding and Care of Babies. 

Drawing and Costume Design 

Observation and Practice Teaching in Domestic Science. 

Invalid Cooking 

Canning and Preserving 

Laundering 

Dressmaking 

Totals 









5 




200 


5 




200 


5 


5 


200 


2 




160 


2 




80 


9 




160 







811 


2 


15 
2 

2 


80 


2 


2 


110 


27 


28 


1,320 



iOO 



600 
160 
160 
160 
160 

1,440 



Present plans provide for at least two rooms which may be used as a 
model of housekeeping, in which teacher-training students can work for 
four weeks under supervision. With the opening of another session, a 
dormitory can be provided in which this work will be carried on. 



40 



Virginia: Bulletin State Board of Education 



Proposed Course for the Training of Teachers of Home Economics, 
College of William and Mary. 



FIRST YEAR 



Blologjr 

English 

Chemistry 

Textiles and Sewing. 
Drawing and Design. 
Electives 



First Term j 


CI. 


Lab 


Cr. 


3 


4 


5 


3 




3 


3 


4 


5 


1 




2 




2 


1 


2 


2 


2 
18 


12 


12 



Physiology 

English 

Chemistry 

Textiles and Sewing 
Drawing and Design 
Electives 



Second Term 


CI. 


Lab. 


Cr. 


3 


4 


5 


3 




3 


3 


4 


5 


1 


2 


2 




2 


1 


2 


12 


3 


15 


18 



SECOND YEAR 



English 

Organic Cnemistry . 



History 

Foods and Cookery 

Elementary Dressmaking 
Klectives 



3 




3 


3 


4 


5 


3 




3 


2 


4 


4 




3 


IH 


2 




2 


13 


11 


18>^ 



English 

Ceemistry of Foood and 

Nutrition 

Mathematics 

Foods and Cookery . . 
Elementary Dressmaking 
Electives 



3 




3 


2 


3 




2 


4 




3 


2 




13 


9 



4 
3 
4 

2 

17^ 



THIRD YE.\R 



Applied Physics 

General and Kdueational 

Pshchology 

Advanced Cookery 

Advanced nressmaking 

and Millinery 

Costuniing 

Home Management 

Electives 



3 


4 


5 


3 




3 




3 


I'A 




4 


2 




2 


1 


2 




2 


2 




9 

16>^ 


10 


13 



Bacterioloty 

General Methods 

Institution 

Advanced Dressmaking 

and Millinery 

Costume i lesign 

Home Planning and 

Furnishing 

Electives 



2 
3 


4 




4 
2 


2 
3 




10 


13 



\^}i 



FOU KTH YEAR 

Methods of Teaching 

Home Kconomlcs 

Practice Teaching 

Demonstration 

Cookery 

Nutrition and Dietetics... 

Economics 

Principles of Vocational 

Education 

Electives 



2 


2 


2 


2 




2 




2 


1 


2 




2 


2 




2 


2 




2 


4 




4 
15 


14 


2 



Methods of Teaching.. 

Home Economics 

Practice Teaching 

Expermental 

Cookery 

Nutriiion and Dietetics 

Sociology 

Home Nursing and Care 

of Children 

Electives 



2 

2 

2 
2 

4 


2 
2 


12 


4 



Physical training throughout the course, or at least for two years. 

E. Observation and practice teaching will be obtained in the schools 
of the towns in which the institutions are located, and in neigh- 
boring rural, schools. At Petersburg, an elementary and a high 
school are maintained in the institution, and practice teaching is 
done there. 

F. Graduation Requirements. Satisfactory completion of the recLuired 
course with supervised home experience in the practice house, 
or by other means provided by the institution. 

G. The State Board will issue to those who have completed the re- 
quired course a special certificate to teach home economic sub- 
jects. 



LIBRARY OF CONGRESS 



019 593 048 A 



